PBIS in Early Childhood

Kindergarten and Preschool*Review the “Components of a Successfully Managed Classrroom”

checklist

To align K and preschool level social skills and behavior instruction with K-6 PBIS practices

To support teachers of young students with strategies and practices for implementation to improve behavior outcomes for students

Purpose

Self Assessment Welcome, introductions Overview Teaching Behavioral Expectations Teaching Social Skills GLAD Matrix

Agenda

Activity

• Talk at your table group and discuss the top three problem behaviors in your classroom setting

• Share out

Who are our students? What behaviors do we see? When do behaviors occur?

HSD EC data

Where do problem behaviors occur? ODRs by Location

HPS K Discipline Data 1458 Total Kindergartners Enrolled 554 total incidents 169 individuals (11.5% of Enrollment)

◦ 63 ELLs (37%)◦ 12% SPED◦ 1% Alaska Native/American Indian◦ 6% Asian◦ 21% Black/African American◦ 42% Hispanic/Latino◦ 6% Multiple ◦ 3% Pacific Islander◦ 20% White

PBIS

Positive Behavior Interventions and Supports◦Behavior RtI

PBIS Pyramid in EC Programs

Change in Practice – How Staff Members Interact with Students

Every time any adult interacts with any student, it is an instructional moment!

PBIS emphasizes…• Teaching behaviors like we teach academics

• Reteaching, modeling and practicing expected behaviors

• Reinforcing expected behaviors

• Predicting “at risk” times and precorrecting with prompts and cues to ensure practice of positive behaviors

Teaching Behavioral Expectations

Teaching Social Skills

Two instructional areas

Why teach behavior?How to teach behavior (I do, we do, you do)◦ What is “explicit” instruction?How to set up the environment◦ What is “structure”?

Resources◦ Boardmaker (SLP)◦ Literature

Strategies◦ Video review- checklist◦ Exit Slip◦ GLAD◦ Matrix

Teaching Behavioral Expectations

5 Critical Features of Classroom Management1. Maximize structure in your classroom.2. Post, Teach, Review, Monitor, and

reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

Example: Voice Level Chart

Example: Exit Slip

Area of Focus Behavior Matrix for Early LearnersSchool Wide Rules/Expectations

Be Safe Be a Learner Be a Friend

Hallway/Walking around the school

Whole Group (circle time, carpet time, etc.)

Small Group (centers, stations, etc.)

Instructional Components◦ Self regulation◦ Problem solving◦ Emotional literacy

Instructional Strategies◦ Second Step◦ Kelso’s Choice◦ Tucker Turtle◦ Academic Connections and Literature

Methodology◦ Why pictures, demonstration and practice are

important ◦

Social Skills Instruction

Guided Language Acquisition Design

Project GLAD™ Mission

A curricular model of professional development dedicated to building academic language and literacy for all

students; especially English learners

Why Use GLAD?

Project GLAD StrategiesFocus & Motivation Input Guided Oral Practice Reading & Writing Closure & Evaluation

Prediction-Reaction Guide

  3 Personal

Standards  Scouts  Literacy Awards  Zero Noise Signal  Observation Charts  Inquiry Chart  Cognitive Content

Dictionary (Picture

Dictionary)  Teacher Made Big

Books 

 

Graphic Organizers (6 Kingdoms, World Map, Timeline)

  Pictorial Input

Chart  Comparative Input

Chart  Narrative Input

Chart  10-2 Lecture

Chants  Sentence Patterning

Chart (& games)  T-Graph for Social

Skills  Picture File Cards

(Word Bank)  Exploration Report  Extended Name Tag  Guess My Category  Mind Map  Numbered Heads  Personal Interaction  Process Grid  Team Tasks

Expert Groups  Coop Strip

Paragraph (& Reading Group)

  Story Map  Listen and Sketch  Learning Logs  Interactive Journals  Writer’s Workshop  Group Frame  Strip Book  Memory Bank  Found Poetry  Clunkers and Links  DRTA  ELD Group Frame  Personal

CCD/Picture Dictionary

  Ear to Ear Reading

Teacher & Student Made Rubrics

  Personal Exploration  Action Plan  Home/School

Connection  Team Presentations  Graffiti Wall  Jeopardy or Family

Feud  Team & Student Made

Big Book  Where’s My Answer

PRE/K GLAD Strategies

FOCUS AND MOTIVATION1. Observation Chart2. Big Books3. Morning Message4. Inquiry Chart5. Picture Dictionary6. Super Scientist Awards (Or Take-Home Awards)INPUT7. Pictorial Input (Small and Large)8. Comparative Input9. Narrative InputGUIDED ORAL PRACTICE10. Songs and Chants11. Process Grid12. Picture File Cards13. Center Enhancement14. Oral Sentence Patterning Chart15. T Graph for Social SkillsEMERGENT READING AND WRITING16. Learning Log17. ABC Chant18. Listen & Tell/Listen & Sketch19. Assessment Frame

What is Reinforcement?

Reinforcement Continuum◦ Diet of Recognition◦ Reinforcement ◦ Capitalizing on opportunities for reinforcement

Consequence Plan◦ Reteach- Reinforce◦ Individual student plan- School PBIS team- District Process

“Attend to what you attend to”

Reinforcement

Who’s job is it to teach students to behave appropriately?

• Creating a positive, safe, and effective school climate is everyone’s responsibility

• If students are not demonstrating appropriate behavior, we teach them

• PBIS is about the whole school working together to create a positive school climate

Turn and talk- what 3 things can I implement this school year?

Evaluation

Closing

PBIS & Early Childhood Resourceshttp://csefel.vanderbilt.eduwww.pbis.orgwww.nwpbisnetwork.orghttps://staffnet.hsd401.org/teams/pbis